08832323.2010.529958
Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Teaching Business Statistics in a Computer Lab:
Benefit or Distraction?
Linda R. Martin
To cite this article: Linda R. Martin (2011) Teaching Business Statistics in a Computer
Lab: Benefit or Distraction?, Journal of Education for Business, 86:6, 326-331, DOI:
10.1080/08832323.2010.529958
To link to this article: http://dx.doi.org/10.1080/08832323.2010.529958
Published online: 29 Aug 2011.
Submit your article to this journal
Article views: 400
View related articles
Citing articles: 1 View citing articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji]
Date: 11 January 2016, At: 22:20
JOURNAL OF EDUCATION FOR BUSINESS, 86: 326–331, 2011
C Taylor & Francis Group, LLC
Copyright
ISSN: 0883-2323 print / 1940-3356 online
DOI: 10.1080/08832323.2010.529958
Teaching Business Statistics in a Computer Lab:
Benefit or Distraction?
Linda R. Martin
Downloaded by [Universitas Maritim Raja Ali Haji] at 22:20 11 January 2016
University of New Haven, West Haven, Connecticut, USA
Teaching in a classroom configured with computers has been heralded as an aid to learning.
Students receive the benefits of working with large data sets and real-world problems. However,
with the advent of network and wireless connections, students can now use the computer for
alternating tasks, such as emailing, web browsing, and social networking. Do these distractions
diminish the benefits of the computers? An experiment was conducting comparing exam scores
in two different classes, one class held in a traditional classroom and another class taught
in a computer lab classroom. Holding constant other factors such as student’s ability and
demographics, the results show a small negative effect from conducting class in a computer
equipped classroom.
Keywords: computer lab, distractions, grades, statistics
As colleges and universities expand the use of technology in
the classroom, more and more classes are being held in rooms
equipped with PCs or laptops. Although traditionally only
languages and computer science classes would conduct sessions in a computer lab, nowadays many business and most
engineering classrooms are located in rooms supplied with
computers installed with software that has been developed
to enhance learning in a specific field. On many campuses
computer-assisted pedagogy is considered a component of
active learning (Shakarian, 1995) and active learning is encouraged (Bonwell & Eison, 1991; Hamer, 2000). Because
active learning has been shown to be superior to lectures in
promoting students’ skills, there has been an implicit assumption that the use of computers enhances learning. However,
the power of computer software to reinforce course material and increase student participation may be strongly challenged by the distractions an Internet-connected PC or laptop
may create. The focus of this study is to measure the effect
of computer availability on student learning in which student learning or performance are calculated by exam scores.
Two classes were conducted, each in a different environment.
One class was held in a computer lab–configured classroom
and the other class was held in a traditional classroom with a
chair-and-desk design. This study differs from other research
Correspondence should be addressed to Linda R. Martin, University of
New Haven, College of Business, 300 Boston Post Road, West Haven, CT
06516, USA. E-mail: lmartin@newhaven.edu
on computer use because in this case the two comparison
classes were run during the same semester with the same instructor, thereby eliminating differences in exam scores that
may arise from other extraneous factors.
Early results on the use of computers in classrooms were
positive. Bonwell and Eison (1991) cited meta-analyses at the
University of Michigan that found that when computers were
used students mastered more content, learned more quickly,
were more positive about their classes, and developed a
greater appreciation for computer operations. Sullivan and
Pratt (1996) found that writing scores significantly increased
in ESL classrooms equipped with computers. However, more
recent empirical studies have not been able to strongly justify classroom computer use. Many studies conclude that
there is little or no significant difference between student performance when taught in a technology-enhanced format as
compared with traditional face-to-face instruction. In a controlled experiment in which students were either permitted to
use laptops or prevented from using laptops, Hembrooke and
Gay (2003) observed that students scored lower on multiplechoice and recall questions after listening to a lecture when
they were allowed to use laptops. Fried (2008) found that the
more use students made of laptops during a class, the lower
their class performance as measured by test scores.
One reason for the difference between the early studies
and later ones is that the computers in the early studies were
standalone or locally networked computers. Nowadays with
computers directly connected to the Internet or with a laptop
picking up the Internet from the almost ubiquitous wireless
Downloaded by [Universitas Maritim Raja Ali Haji] at 22:20 11 January 2016
TEACHING BUSINESS STATISTICS IN A COMPUTER LAB
systems available on most campuses, student have the ability
to divert their attention from class-related activities to other
forms of online behavior such as e-mailing, playing video
games, surfing the web, and participating in social networking sites. These types of distraction can also be observed
when students bring their own laptops to class. As students
acquire laptops for personal use and become accustomed to
using them for note taking and other types of communication,
the frequency of bringing the laptops to class has increased.
Recently, several articles about the use of laptops in college classrooms have appeared in news journals such as the
Wall Street Journal and the Chronicle of Higher Education
(Bugeja, 2007; Chanen, 2007; Foster, 2008; McWilliams,
2005; Read, 2006; Young, 2006). Professors have been upset by distracted students and the complaints made by fellow
students who are disturbed by viewing nearby web browsing.
Some instructors have banned the use of laptops or requested
that a wireless-blocking device be installed in their classrooms.
Distractions in the classroom are nothing new. Doodling
and daydreaming are common occurrences. Distraction
can even take the form of using class time to complete
assignments for other classes. However, Internet availability
provides greater opportunity to interact socially and receive
divergent information while apparently listening to a
lecture or demonstration. Causal observation indicates that
students frequently are not on task. Skolnik and Puzo (2008)
observed that two-thirds of their students used the laptop for
nonacademic pursuits. Furthermore, the use of computers
may have other deleterious effects. In a survey of students
and faculty perceptions, students reported that they felt
that the computers had enhanced course instruction, but
increased distraction and dishonesty (Skolnik & Puzo).
METHOD
To test the effect on the learning environment, I conducted an
experiment to isolate the direct influence of in-class use of a
computer. Unlike other studies, in this experiment computers
were integrated into the course (Fried, 2008). During the fall
2009 semester, I taught two sections of the same course in
introductory business statistics. The course is a required class
for all business majors. One section was taught in a computer
-lab where each student sat in front of a PC. The PCs had an
Internet connection as well as Microsoft Office and other instructional software installed. The second section was taught
in a typical classroom. In both classes, I had a PC that was
connected to an overhead projector. With me teaching identical material, the possibility of interactive effects was lessoned
(M. Johnson & Kuennen, 2006). Furthermore, an analysis of
the student evaluation of teaching showed no difference in
the students’ perception of the instructor or satisfaction with
the course.
327
Several years prior to the experiment, two changes were
made in the business statistics course. First, the department
had decided to emphasize the use of Excel for solving statistics problems because of its prevalent use in business. Second, as more computer lab classrooms became available, a
greater number of sections of business statistics were assigned to these classrooms. It was assumed that the use of
computers would improve the transfer of knowledge and the
subsequent recall of content matter because theoretical studies on multichannel communication or multiple experiential
techniques have indicated that if information is presented by
two or more ways, there is reinforcement and greater retention (Ellis, 2001; Hamer, 2000; Jensen & Sandlin, 1992). For
both experimental classes, the objective method of learning
was employed. The course was designed to use worked-out
problems rather than the problem-solving form of instruction
because worked-out examples may result in greater effort
by students with little prior knowledge of the field (Halabi,
Tuovinen, & Farley, 2005).
Identical statistical material was covered in both classes.
Each class consisted of a verbal lecture in which a concept
was explained while the outline was projected on an overhead screen using PowerPoint. After a topic was presented,
I demonstrated the solution of the problem using Excel. The
demonstration could be observed on the overhead screen.
The students in the computer lab could also copy my steps
on their own PCs. Finally, I assigned a similar problem. In
the computer lab class, students completed the problem independently. Students in the traditional class observed the
second problem worked out by me. Students were allowed
to question me at any time.
Students were given three exams during the course of
the semester. The exam score was considered the measurement of the student’s performance. The exam consisted of
problems obtained from the text (Levin, Stephan, Krehbiel,
& Berensen, 2005) and other similar introductory statistical
textbooks. Most of the problems required the use of Excel.
The exams were designed to measure students’ ability to
formulate the problem correctly and choose the correct statistical method. The exam score was based on a scale from
0 to 100. The exams were identical in both classes, although
there were two versions given within each class to prevent
cheating. One version was printed on white paper and the
other on a pastel-colored paper, thus minimizing the effect of
color (Fordham & Hayes, 2009). The exams for both classes
were held in computer labs.
RESULTS
The average scores for each exam are presented in Table 1.
The students’ grades in the traditional classroom for each of
the exams were statistically significantly higher than students
in the computer classroom. The students in the traditional
classroom scored about 10 points higher on each exam. The
328
L. R. MARTIN
TABLE 1
Average Grade on Exams
Exam
Computer lab (n = 17)
Traditional class (n = 22)
67.06
63.24
71.41
74.86†
81.05∗
82.41∗
Exam 1
Exam 2
Exam 3
Downloaded by [Universitas Maritim Raja Ali Haji] at 22:20 11 January 2016
†p
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Teaching Business Statistics in a Computer Lab:
Benefit or Distraction?
Linda R. Martin
To cite this article: Linda R. Martin (2011) Teaching Business Statistics in a Computer
Lab: Benefit or Distraction?, Journal of Education for Business, 86:6, 326-331, DOI:
10.1080/08832323.2010.529958
To link to this article: http://dx.doi.org/10.1080/08832323.2010.529958
Published online: 29 Aug 2011.
Submit your article to this journal
Article views: 400
View related articles
Citing articles: 1 View citing articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji]
Date: 11 January 2016, At: 22:20
JOURNAL OF EDUCATION FOR BUSINESS, 86: 326–331, 2011
C Taylor & Francis Group, LLC
Copyright
ISSN: 0883-2323 print / 1940-3356 online
DOI: 10.1080/08832323.2010.529958
Teaching Business Statistics in a Computer Lab:
Benefit or Distraction?
Linda R. Martin
Downloaded by [Universitas Maritim Raja Ali Haji] at 22:20 11 January 2016
University of New Haven, West Haven, Connecticut, USA
Teaching in a classroom configured with computers has been heralded as an aid to learning.
Students receive the benefits of working with large data sets and real-world problems. However,
with the advent of network and wireless connections, students can now use the computer for
alternating tasks, such as emailing, web browsing, and social networking. Do these distractions
diminish the benefits of the computers? An experiment was conducting comparing exam scores
in two different classes, one class held in a traditional classroom and another class taught
in a computer lab classroom. Holding constant other factors such as student’s ability and
demographics, the results show a small negative effect from conducting class in a computer
equipped classroom.
Keywords: computer lab, distractions, grades, statistics
As colleges and universities expand the use of technology in
the classroom, more and more classes are being held in rooms
equipped with PCs or laptops. Although traditionally only
languages and computer science classes would conduct sessions in a computer lab, nowadays many business and most
engineering classrooms are located in rooms supplied with
computers installed with software that has been developed
to enhance learning in a specific field. On many campuses
computer-assisted pedagogy is considered a component of
active learning (Shakarian, 1995) and active learning is encouraged (Bonwell & Eison, 1991; Hamer, 2000). Because
active learning has been shown to be superior to lectures in
promoting students’ skills, there has been an implicit assumption that the use of computers enhances learning. However,
the power of computer software to reinforce course material and increase student participation may be strongly challenged by the distractions an Internet-connected PC or laptop
may create. The focus of this study is to measure the effect
of computer availability on student learning in which student learning or performance are calculated by exam scores.
Two classes were conducted, each in a different environment.
One class was held in a computer lab–configured classroom
and the other class was held in a traditional classroom with a
chair-and-desk design. This study differs from other research
Correspondence should be addressed to Linda R. Martin, University of
New Haven, College of Business, 300 Boston Post Road, West Haven, CT
06516, USA. E-mail: lmartin@newhaven.edu
on computer use because in this case the two comparison
classes were run during the same semester with the same instructor, thereby eliminating differences in exam scores that
may arise from other extraneous factors.
Early results on the use of computers in classrooms were
positive. Bonwell and Eison (1991) cited meta-analyses at the
University of Michigan that found that when computers were
used students mastered more content, learned more quickly,
were more positive about their classes, and developed a
greater appreciation for computer operations. Sullivan and
Pratt (1996) found that writing scores significantly increased
in ESL classrooms equipped with computers. However, more
recent empirical studies have not been able to strongly justify classroom computer use. Many studies conclude that
there is little or no significant difference between student performance when taught in a technology-enhanced format as
compared with traditional face-to-face instruction. In a controlled experiment in which students were either permitted to
use laptops or prevented from using laptops, Hembrooke and
Gay (2003) observed that students scored lower on multiplechoice and recall questions after listening to a lecture when
they were allowed to use laptops. Fried (2008) found that the
more use students made of laptops during a class, the lower
their class performance as measured by test scores.
One reason for the difference between the early studies
and later ones is that the computers in the early studies were
standalone or locally networked computers. Nowadays with
computers directly connected to the Internet or with a laptop
picking up the Internet from the almost ubiquitous wireless
Downloaded by [Universitas Maritim Raja Ali Haji] at 22:20 11 January 2016
TEACHING BUSINESS STATISTICS IN A COMPUTER LAB
systems available on most campuses, student have the ability
to divert their attention from class-related activities to other
forms of online behavior such as e-mailing, playing video
games, surfing the web, and participating in social networking sites. These types of distraction can also be observed
when students bring their own laptops to class. As students
acquire laptops for personal use and become accustomed to
using them for note taking and other types of communication,
the frequency of bringing the laptops to class has increased.
Recently, several articles about the use of laptops in college classrooms have appeared in news journals such as the
Wall Street Journal and the Chronicle of Higher Education
(Bugeja, 2007; Chanen, 2007; Foster, 2008; McWilliams,
2005; Read, 2006; Young, 2006). Professors have been upset by distracted students and the complaints made by fellow
students who are disturbed by viewing nearby web browsing.
Some instructors have banned the use of laptops or requested
that a wireless-blocking device be installed in their classrooms.
Distractions in the classroom are nothing new. Doodling
and daydreaming are common occurrences. Distraction
can even take the form of using class time to complete
assignments for other classes. However, Internet availability
provides greater opportunity to interact socially and receive
divergent information while apparently listening to a
lecture or demonstration. Causal observation indicates that
students frequently are not on task. Skolnik and Puzo (2008)
observed that two-thirds of their students used the laptop for
nonacademic pursuits. Furthermore, the use of computers
may have other deleterious effects. In a survey of students
and faculty perceptions, students reported that they felt
that the computers had enhanced course instruction, but
increased distraction and dishonesty (Skolnik & Puzo).
METHOD
To test the effect on the learning environment, I conducted an
experiment to isolate the direct influence of in-class use of a
computer. Unlike other studies, in this experiment computers
were integrated into the course (Fried, 2008). During the fall
2009 semester, I taught two sections of the same course in
introductory business statistics. The course is a required class
for all business majors. One section was taught in a computer
-lab where each student sat in front of a PC. The PCs had an
Internet connection as well as Microsoft Office and other instructional software installed. The second section was taught
in a typical classroom. In both classes, I had a PC that was
connected to an overhead projector. With me teaching identical material, the possibility of interactive effects was lessoned
(M. Johnson & Kuennen, 2006). Furthermore, an analysis of
the student evaluation of teaching showed no difference in
the students’ perception of the instructor or satisfaction with
the course.
327
Several years prior to the experiment, two changes were
made in the business statistics course. First, the department
had decided to emphasize the use of Excel for solving statistics problems because of its prevalent use in business. Second, as more computer lab classrooms became available, a
greater number of sections of business statistics were assigned to these classrooms. It was assumed that the use of
computers would improve the transfer of knowledge and the
subsequent recall of content matter because theoretical studies on multichannel communication or multiple experiential
techniques have indicated that if information is presented by
two or more ways, there is reinforcement and greater retention (Ellis, 2001; Hamer, 2000; Jensen & Sandlin, 1992). For
both experimental classes, the objective method of learning
was employed. The course was designed to use worked-out
problems rather than the problem-solving form of instruction
because worked-out examples may result in greater effort
by students with little prior knowledge of the field (Halabi,
Tuovinen, & Farley, 2005).
Identical statistical material was covered in both classes.
Each class consisted of a verbal lecture in which a concept
was explained while the outline was projected on an overhead screen using PowerPoint. After a topic was presented,
I demonstrated the solution of the problem using Excel. The
demonstration could be observed on the overhead screen.
The students in the computer lab could also copy my steps
on their own PCs. Finally, I assigned a similar problem. In
the computer lab class, students completed the problem independently. Students in the traditional class observed the
second problem worked out by me. Students were allowed
to question me at any time.
Students were given three exams during the course of
the semester. The exam score was considered the measurement of the student’s performance. The exam consisted of
problems obtained from the text (Levin, Stephan, Krehbiel,
& Berensen, 2005) and other similar introductory statistical
textbooks. Most of the problems required the use of Excel.
The exams were designed to measure students’ ability to
formulate the problem correctly and choose the correct statistical method. The exam score was based on a scale from
0 to 100. The exams were identical in both classes, although
there were two versions given within each class to prevent
cheating. One version was printed on white paper and the
other on a pastel-colored paper, thus minimizing the effect of
color (Fordham & Hayes, 2009). The exams for both classes
were held in computer labs.
RESULTS
The average scores for each exam are presented in Table 1.
The students’ grades in the traditional classroom for each of
the exams were statistically significantly higher than students
in the computer classroom. The students in the traditional
classroom scored about 10 points higher on each exam. The
328
L. R. MARTIN
TABLE 1
Average Grade on Exams
Exam
Computer lab (n = 17)
Traditional class (n = 22)
67.06
63.24
71.41
74.86†
81.05∗
82.41∗
Exam 1
Exam 2
Exam 3
Downloaded by [Universitas Maritim Raja Ali Haji] at 22:20 11 January 2016
†p